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The Road Forward for Accountability and Student Achievement
On June 22, Margaret Spellings, President of the George W. Bush Presidential Center and former Secretary of Education, sent a letter to Senators Lamar Alexander and Patty Murray, the bipartisan leaders of the Senate Health, Education, Labor & Pensions Committee, and the members of the committee. The letter highlighted the progress being made on the reauthorization of the No Child Left Behind Act, while also outlining the issues that Congress still must address.
With Congress slated to take up the reauthorization of NCLB this week, below is an excerpt of her letter.
On behalf of the George W. Bush Institute, the nonpartisan policy organization housed within the George W. Bush Presidential Center, I appreciate the opportunity to share our thoughts on the current version of the “Every Child Achieves Act of 2015.” Thank you for continuing the bipartisan work to reauthorize this law and your combined efforts to move this legislation forward. Strong accountability has led to greater achievement in the classroom, especially for poor and minority students, and that progress was real and crucial for those students.
We are pleased to see that many of the issues highlighted in our letter from earlier this year have been addressed in the version that passed the Senate Health, Education, Labor & Pensions Committee. Specifically, we appreciate that you have included the following provisions:
*Annual, comparable, statewide assessments in reading and math in grades 3-8 and once in high school disaggregated by subgroups.
*Public reporting of the results of those assessments, both overall and for all groups of students, so parents and taxpayers have honest, consistent information on how their students and schools are performing.
*Alternate assessments for students with the most significant cognitive disabilities that are limited to a small percentage of students.
*Statewide accountability systems that expect and support all students to graduate from high school ready for college and career and that require states to set public, statewide goals on student achievement and graduation rates to improve student outcomes.
We ask for your consideration of the following issues of importance as you prepare for consideration of this legislation in the full Senate and hopefully in conference later this year:
*States should lead the way on state accountability plans, but in the best interest of students, they should be encouraged to include goals and improvement targets for districts and schools for students overall and for all subgroups, with greater progress expected for groups that have been left behind.
*We are not recommending continuing a federal Adequate Yearly Progress system, but we are also mindful of the fact that before the No Child Left Behind Act a majority of states expected little improvement from year to year for the lowest-performing students. We hope you will find the right balance in the final legislation that protects all students and encourages growth and improvement.
*We continue to believe that strong state accountability systems are critical for increasing student achievement. Accordingly, we request that you strengthen language so that states specify how schools that exceed targets will be rewarded and what the consequences (interventions and supports) will be for schools that do not meet their targets, including how students in persistently underperforming schools will get the support they need to meet state standards.
This strikes an appropriate balance of states and districts, and not the federal government, leading the way at the front lines of holding schools accountable, but requiring accountability in exchange for federal funding.
*We request that you strengthen the provisions requiring student achievement and graduation rates as the predominant factors in statewide school accountability systems, as opposed to requiring only that those indicators make up a “substantial” portion of the accountability system.
*Finally, we support robust charter and choice provisions for parents who have limited quality options for their children and flexibility of federal funding for parents to choose what works including Title I portability.
We provide these policy thoughts and suggestions and stand ready to assist in any way we can.
Margaret Spellings was president of the George W. Bush Presidential Center from 2013 through 2016. Her work at the Bush Center includes the 2014 launch of the Presidential Leadership Scholars program, a one-of-a-kind leadership program born out of the first-ever partnership of multiple Presidential Centers.
Previously Spellings was president and CEO of Margaret Spellings and Company, a Washington, D.C. consulting firm that provided strategic guidance to philanthropic and private sector organizations. She also served as a senior advisor to the U.S. Chamber of Commerce and was president of the U.S. Chamber of Commerce Foundation.
Prior to that, Spellings served in a variety of positions in the Bush Administration.
She served as U.S. Secretary of Education from 2005 to 2009. In that role, she oversaw an agency with a nearly $70 billion budget and more than 10,000 employees and contractors. As a member of the President’s Cabinet, she led the implementation of the No Child Left Behind Act (NCLB), a historic national initiative to provide enhanced accountability for the education of 50 million U.S. public school students.
In 2005, Spellings launched a higher education national policy debate and action plan to improve accessibility, affordability and accountability in our Nation’s colleges and universities. Spellings initiated international outreach and collaboration by leading delegations on behalf of the President of the United States as well as overseeing the development and implementation of international education agreements with such countries as China, Russia and the United Arab Emirates.
As White House Domestic Policy Advisor, from 2001 to 2005, she managed the development of the President’s domestic policy agenda. Her achievements include oversight of the development of the U.S. President’s Emergency Plan for AIDS Relief (PEPFAR), the development of a comprehensive immigration plan to ensure long-term economic stability and to secure U.S. borders, and numerous other initiatives on health and human services, transportation, labor, justice and housing.
Prior to her service in the White House, Spellings was senior advisor to then-Governor George W. Bush of Texas, led governmental and external relations for the Texas Association of School Boards, and has served in key positions at Austin Community College and with the Texas Legislature.
She graduated from the University of Houston with a bachelor's degree in political science.Full Bio
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